Management Exam Iii Ch. 11

Front 1

Personality (pg. 340)

Back 1

consists of the stable psychological traits and behavioral attributes that give a person his or her identity.

Front 2

Big five personality dimensions:

Back 2

1.) extroversion
2.) agreeableness
3.) conscientiousness
4.) emotional stability
5.) openness to experience

Front 3

Personality dimension:
Extroversion

Back 3

how outgoing, talkative, socialble and assertive a person is

Front 4

Personality dimension:
Agreeableness

Back 4

how trusting, good natured, cooperative, and soft hearted one is.

Front 5

Personality dimension:
Conscientiousness

Back 5

how dependable, responsible, achievement oriented, and persistent one is

Front 6

Personality dimension:
emotional stability

Back 6

how relaxed, secure and unworried one is

Front 7

Personality dimension:
Openness to experience

Back 7

How intellectual, imaginative, curious, and broad minded one is

Front 8

Two findings in predicting a match between personality and job performance:

Back 8

Extroversion-outgoing personality
Conscientiousness-dependable personality

Front 9

Cautions about using personality tests in the workplace: (pg. 341) table 11.1

Back 9

(study)

Front 10

Proactive personality

Back 10

someone who is more apt to take initiative and persevere to influence the environment.

Front 11

5 of the most important personality traits managers need to be aware of:

Back 11

1.) locus of control
2.) self efficacy
3.) self esteem
4.) self monitoring
5.) emotional intelligence

Front 12

Locus of control

Back 12

"I am/am not the captain of my fate"
-indicates how much people believe they control their fate through their own efforts.

Front 13

Self-efficacy

Back 13

"I can/cant do this task"
-belief in ones personal ability to do a task

Front 14

Learned helpfulness

Back 14

the debilitating lack of faith in ones ability to control ones environment

Front 15

Self-esteem

Back 15

"I like/dislike myself"
-the extent to which people like or dislike themselves, their overall self evaluation.

Front 16

People with high self esteem:

Back 16

compared with ppl of low self esteem, people with high self esteem are more apt to handle failure better, to emphasize the positive, to take more risks, and to choose more unconventional jobs.

Front 17

People with low self esteem:

Back 17

conversely, low self esteem people confronted with failure have been found to have focused on their weaknesses and to have had primarily negative thoughts.
-more dependent on others and are more apt to be influenced by them

Front 18

Ways managers can build employee self esteem:

Back 18

-Reinforce employees positive attributes and skills
-provide positive feedback whenever possible
-break larger projects into smaller tasks and projects
-express confidence in employees abilities to complete their tasks
-provide coaching whenever employees are seen to be struggling to complete tasks

Front 19

Self-monitoring

Back 19

"Im fairly able/unable to adapt my behavior to others"
-is the extent to which people are able to observe their own behavior and adapt it to external situations.

Front 20

Emotional intelligence

Back 20

"Im pretty good/not good at understanding my emotions and the emotions of others"
-the ability to cope, to empathize with others, and to be self motivated.

Front 21

the importance of developing higher emotional intelligence (EI):

Back 21

1.) better social relations for children and adults
2.) better family and intimate relationships.
3.) being percieved more positively by others
4.) better academic achievement
5.) higher task performance
6.) better psychological well being

Front 22

popularized the trait of EI:

Back 22

Daniel Goleman

Front 23

Daniel Goleman concluded that EI is composed of 4 key components:

Back 23

1.) self awareness
2.) self management
3.) social awareness
4.) relationship management

Front 24

self awareness

Back 24

-Most essential trait of EI. This is the ability to read your own emotions and gauge your moods accurately, so you know how you're affecting others

Front 25

Self management

Back 25

this is the ability to control your emotions and act with honesty and integrity in reliable and adaptable ways. You can leave occasional bad moods outisde the office.

Front 26

Social awareness

Back 26

This includes empathy, allowing you to show others that you care, and organizational intuition, so you keenly understand how your emotions and actions affect others.

Front 27

Relationship management

Back 27

This is the ability to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds

Front 28

2 ways to improve your EI:

Back 28

1.) develop awareness of your EI level
2.) learn about areas needing improvement

Front 29

Organizational behavior (OB)

Back 29

is dedicated to better understanding and management of people at work.
-tries to help managers not only explain workplace behavior but also to predict it, so that they can better lead and motivate their employees to perform productively.

Front 30

OB looks at 2 areas:

Back 30

Individual behavior and group behavior

Front 31

Values

Back 31

abstract ideals that guide ones thinking and behavior across all situations.
-global beliefs and feelings that are directed toward all objects, people or events.

Front 32

Attitude

Back 32

is defines as a learned predisposition toward a given object.

Front 33

3 components of attitudes:

Back 33

1.) affective
2.) cognitive
3.) behavioral

Front 34

Affective component of an attitude

Back 34

"I feel"
-consists of the feelings or emotions one has about a situation.
-"I hate being given the runaround"

Front 35

Cognitive component of an attitude

Back 35

"I believe"
-consists of the beliefs and knowledge one has about a situation
-"That company doesnt know how to take care of customers"

Front 36

Behavioral component of an attitude

Back 36

"I intend"
-also known as the "intentional component", refers to how one intends or expects to behave toward a situation
-"Ill never call them again"

Front 37

Cognitive dissonance

Back 37

to describe the psychological discomfort a person experiences between his or her cognitive attitude and incompatible behavior
-Leon Festinger proposed the term

Front 38

Leon Festinger suggested 3 factors to deal with discomfort:

Back 38

1.) importance
2.) Control
3.) Rewards

Front 39

Main ways to reduce cognitive dissonance:

Back 39

-change your attitude and/or behavior
-Belittle the importance of the inconsistent behavior
-find consonant elements that outweigh the dissonant ones

Front 40

Behavior

Back 40

their actions and judgements

Front 41

Job involvement

Back 41

defined as the extent to which an individual is immersed in his or her present job.

Front 42

3 types of attitudes managers are particularly interested in are:

Back 42

1.) employee engagement
2.) job satisfaction
3.) organizational commitment

Front 43

Employee engagement

Back 43

"how connected are you to your work?"
-defined as an individuals involvement, satisfaction, and enthusiasm for work.

Front 44

Job satisfaction

Back 44

"How much do you like or dislike your job?"
-the extent to which you feel positive or negative about various aspects of your work.

Front 45

Organizational commitment

Back 45

reflects the extent to which an employee identifies with an organization and is committed to its goals.

Front 46

4 types of behavior

Back 46

1.) performance and productivity
2.) absenteeism and turnover
3.) organizational citizenship behaviors
4.) counterproductive work behaviors

Front 47

Absenteeism

Back 47

when an employee doesnt show up for work

Front 48

turnover

Back 48

when employees leave their jobs

Front 49

Organizational citizenship behaviors

Back 49

those employee behaviors that are not directly part of employees job descriptions that exceed their work role requirements

Front 50

Counterproductive work behaviors (CWB)

Back 50

types of behavior that harm employees and the organization as a whole

Front 51

Perception

Back 51

The process of interpreting and understanding ones environment.

Front 52

4 steps in the process of perception

Back 52

1.) selective attention-"did I notice something?"
2.) interpretation and evaluation-"What was it I noticed and what does it mean?"
3.) storing in memory-"remember it as an event, concept, person, or all three?"
4.) retrieving from memory to make judgements and decisions-"What do I recall about that?"

Front 53

4 distortions in perception

Back 53

1.) selective perception
2.) stereotyping
3.) the halo effect
4.) causal attribution

Front 54

Selective perception

Back 54

"I dont want to hear about that"
-the tendancy to filter out information that is discomforting, that seems irrelevant, or that contradicts ones beliefs

Front 55

Stereotyping

Back 55

"Thos sorts of people are pretty much the same"
-the tendancy to attribute to an individual the characteristics one believes are typical of the group to which that individual belongs

Front 56

principal areas of stereotyping

Back 56

1.) sex role stereotypes
2.) age stereotypes
3.) race/ethnicity stereotypes.

Front 57

Halo effect

Back 57

we form an impression of an individual based on a single trait.
-also called the "horn and halo effect"

Front 58

Causal attribution

Back 58

the activity of inferring causes for observed behavior.
ex. "Joe drinks too much because he has no will power; but I need a couple of drinks after work because im under a lot of pressure."

Front 59

2 attributional tendencies that can distort ones interpretation of observed behavior:

Back 59

1.) fundamental attribution bias
2.) self serving bias

Front 60

Fundamental attribution bias

Back 60

people attribute another persons behavior to his or her personal characteristics rather than to situation factors.
-ex. a study of manufacturing employees found that top managers attributed the cause of industrial back pain to individuals, whearas workers attributed it to the environment.

Front 61

Self serving bias

Back 61

people tend to take more personal responsibility for success than for failure.
-ex. the way students typically analyze their performance on exams shows self serving bias, with "A" students likely to attribute their grade to high ability or hard work and "D" students blaming factors suck as bad luck, unclear lectures, and unfair testing.

Front 62

Self-fulfilling prophecy or aka Pygmalion effect

Back 62

desribes the phenomenon in which peoples expectations of themselves or others lead them
to behave in ways that make those expectations come true
-expectations are important
-ex. a waiter who expects some poorly dressed customers to be stingy tippers, who therefore gives them poor service and so gets the result he or she expected.

Front 63

Stress

Back 63

the tension people feel when they are facing or enduring extraordinary demands, constraints, or opportunities and are uncertain about their ability to handle them effectively.

Front 64

Stressor

Back 64

the source of stress
-can be both negative and positive

Front 65

6 sources of stress on the job:

Back 65

1.) demands created by individual differences-"stress created by genetic or personality characteristics"
2.) individual task demands-"stress created by the job itself"
3.) individual role demands-"stress created by others expectations of you"
4.) group demands-"stress created by co-workers and managers"
5.) organizational demands-"stress created by the environment and culture"
6.) nonwork demands-"stresses created by forces outside the organization"

Front 66

Type A behavior pattern

Back 66

they are involved in a chronic, determined struggle to accomplish more in less time.
-impatient, hurried, deadline ridden personality characteristic

Front 67

BDNF

Back 67

people who are born worriers, those with a genetic mutiation that Yale researchers identify with people who chronically obsess over negative thoughts.

Front 68

Roles

Back 68

sets of behaviors that people expect of occupants of a position.

Front 69

Stress caused by roles:

Back 69

role overload, role conflict, and role ambiguity

Front 70

Role overload

Back 70

occurs when others expectations exceed ones ability.
-ex. if you as a student are carrying a full course load plus working two thirds time plus trying to have a social life.

Front 71

Role conflict

Back 71

occurs when one feels torn by the different expectations of important people in ones life.
-ex. your supervisor says the company needs you to stay late to meet an important deadline, but your family expects you to be present for your childs birthday party.

Front 72

Role ambiguity

Back 72

occurs when others expectations are unknown.
-ex. you find your job description and the criteria for promotion vague, a compaint often voiced by newcomers to an organization

Front 73

Positive stress

Back 73

-is constructive and can energize you, increasing your effort, creativity, and performance.
-ex. getting married

Front 74

Negative stress

Back 74

-desctructive, resulting in poorer quality work, dissatisfaction, errors, absenteeism, and turnover

Front 75

3 kinds of symptoms of negative stress:

Back 75

-physiological signs
-psychological signs
-behavioral signs

Front 76

physiological signs of negative stress

Back 76

lesser physiological signs are sweaty palms, restlessness, backaches, headaches, upset stomach, and nausea. More serious signs are hypertension and heart attacks.

Front 77

psychological signs of negative stress

Back 77

sympotms include boredom, irritability, nervousness, anger, anxiety, hostility, and depression.

Front 78

behavioral signs of negative stress

Back 78

symptoms include sleeplessness, changes in eating habits, and increased smoking/alcohol/drug abuse. Stress may be revealed through reduced performance and job satisfaction.

Front 79

Burnout

Back 79

a state of emotional, mental, and even physical exhaustion.
-expressed as listlessness, indifference, or frustration.
-"when you keep investing more energy and the return remains low, thats when you burn out" suggested Michael Staver

Front 80

greatest consequence of negative stress in an organization:

Back 80

reduced productivity

Front 81

Overstressed employees:

Back 81

-are apt to call in sick, miss deadlines, take longer lunch breaks, and show indifference to performance
-however some may put in great numbers of hours at work without getting as much accomplised as previously.

Front 82

Buffers

Back 82

or "administrative changes", that managers can make to reduce the stressors that lead to employee burnout.
-ex. extra staff or equipment at peak periods. Increased freedom to make decisions. Recognition for accomplishments.

Front 83

Some general organizational strategies for reducing unhealthy stressors:

Back 83

-roll out employee assistance programs
-recommend a holistic wellness approach
-create a supportive environment
-make jobs interesting
-make career counseling available

Front 84

Employee assistance programs (EAPs)

Back 84

include a host of programs aimed at helping employees to cope with stress, burnout, substance abuse, health related problems, family and marital issues, and any general problem that negatively influences job performance.

Front 85

Holistic wellness program

Back 85

focuses on self responsibility, nutritional awareness, relaxation techniques, physical fitness, and environmental awareness.
-encourages employees to strive, in one definition, for "a harmonious and productive balance of physical, mental, and social well being brought about by the acceptance of ones personal responsibility for developing and adhering to a health promotion program.

Front 86

Why do people do the things they do?

Back 86

they are motivated to fulfill their wants and needs